Suggestions from our Editor Dr Dan Whittall about how he uses Routes in his A Level teaching
1. I don’t use full articles in lessons, only parts. I know this risks distorting arguments, but it allows articles to be used in a focused way during lessons. But I insist on reading the full article at home / independently.
2. I use articles to illustrate examples. Each lesson fits into a scheme around a set topic – there is plenty of prior content teaching (especially key concepts) before I use each article.
3. I use articles from Routes to draw students into a relationship with the discipline of geography. We discuss norms of referencing, but also geography’s grammar – concepts, evidence, argumentation.
4. There’s an emphasis on reading critically, on not accepting conclusions without first interrogating them, and on making links beyond the examples used in the article itself.
How do communities in different parts of the world govern the negative effects of globalisation?
By Anastasia Hambi, Lady Margaret School
Exploring a new exogenous force: Covid-19 and its effects on Didsbury (Manchester, UK)
By Rebecca Dunn, Loreto Grammar School
The impact of the loss of top predators on terrestrial ecosystems
By Sam Allen, University of Cambridge